In our final class meeting, we first critiqued our poster drafts to prepare for our poster presentations at the Healthy Aging Symposium on June 6th. Our posters were on the Healthy Aging and Neighborhood Assessment Projects, the two major assignments we worked on over the two quarters of the LCS program. All posters from our class looked very professional and well-designed, and they were a great way to capture our work from the program.
We also looked at some of our classmates’ Debunking Ageist Myths projects. Our class had a great diversity of media through which we expressed our ideas: brochure, magazine, website, short story, song, and video. I was very impressed by how creative and informational all projects were. Our group made a video for our project. The videomaking process was enjoyable, and we were grateful to receive support from seniors and students who graciously agreed to participate in our video. A senior we met at Bayside’s Zumba session was happy to help us with our project by acting in our video, and she was such a talented actress!
We concluded this week’s class meeting with our book discussion on the topic of “Health and Mortality: Inequalities.” The readings from this chapter portray how sociocultural determinants create inequalities in access to healthcare among different groups; an infamous example of such inequitable health care is the Tuskegee syphilis study in which hundreds of African American syphilitic patients were excluded from treatment in a clinical study. The readings also describe how the sociocultural system people are tied to influences personal perceptions of illness and mortality, which in turn affect the aging experience and family relationships. Overall, all selections from the book Worlds of Difference gave profound insights into the diversity of the aging population as well as existing issues that hinder healthy aging in disadvantaged groups. In addition, minority groups in the United States are well represented in this book as many of the compiled passages were written by authors from minority groups. I enjoyed reading this book and would recommend it to anyone interested in learning about the effect of the sociocultural context on the aging experience.
We also looked at some of our classmates’ Debunking Ageist Myths projects. Our class had a great diversity of media through which we expressed our ideas: brochure, magazine, website, short story, song, and video. I was very impressed by how creative and informational all projects were. Our group made a video for our project. The videomaking process was enjoyable, and we were grateful to receive support from seniors and students who graciously agreed to participate in our video. A senior we met at Bayside’s Zumba session was happy to help us with our project by acting in our video, and she was such a talented actress!
We concluded this week’s class meeting with our book discussion on the topic of “Health and Mortality: Inequalities.” The readings from this chapter portray how sociocultural determinants create inequalities in access to healthcare among different groups; an infamous example of such inequitable health care is the Tuskegee syphilis study in which hundreds of African American syphilitic patients were excluded from treatment in a clinical study. The readings also describe how the sociocultural system people are tied to influences personal perceptions of illness and mortality, which in turn affect the aging experience and family relationships. Overall, all selections from the book Worlds of Difference gave profound insights into the diversity of the aging population as well as existing issues that hinder healthy aging in disadvantaged groups. In addition, minority groups in the United States are well represented in this book as many of the compiled passages were written by authors from minority groups. I enjoyed reading this book and would recommend it to anyone interested in learning about the effect of the sociocultural context on the aging experience.